Single line of argument

1. Find the correct devices for writing to argue Find the correct devices for writing to argue Emotive language First person Similes and metaphors Single line of argument Chatty, informal style Direct address Rhetorical questions Simple sentences Flatter your audience Rule of three Counter argument Use of alliteration Use of slang and abbreviations Patronise your audience Taboo language Puns and humour Use of repetition

2. First person Emotive language Similes and metaphors Chatty, informal style Single line of argument Rhetorical questions Direct address Simple sentences Flatter your audience Counter argument Rule of three Use of alliteration Use of slang and abbreviations Patronise your audience Taboo language Use of repetition Puns and humour

3. English Language Unit One Section B

4. Questions Five and Six • Question five is worth 16 marks and you should spend twenty five minutes on it. This should include five to ten minutes to plan and check your work. You should be writing for about fifteen to twenty minutes. • Question Six is worth 24 marks and you should spend thirty five minutes on it. Again, this should include up to ten minutes to plan and check your work. • You should answer question six first.

5. You could be asked to write . . . • A letter • An article • A speech • A script for a play/radio play/television or radio broadcast • A blog or diary • A leaflet

6. You should remember the following • GAP • G = Genre (what type of text is it – letter, speech?) • A = Audience (who is it aimed at?) • P = Purpose (inform, explain, describe, argue, persuade, advise)

7. Remember the palette – mix and blend your techniques • The techniques that you decide to use will depend on the following: • The topic you are writing about • The audience that you are writing for • The form that you are writing in. • Remember GAP • Genre • Audience • Purpose • These are on your placemat.

8. Genre 1. Letter 2. Website 3. Speech 4. Essay 5. Short Story 6. Article 7. Diary Inform Explain Describe Argue Persuade Advise Entertain Purpose As a writer you need to consider yourself to be an artist. The choices you make will help you to craft a piece of writing that is a work of art. Think carefully about the techniques that you use and how you blend them together. imagery cluster of three Paragraphs of varied length symbolism simile exclamatory sentences Emotive language sibilance short sentences connectives metaphor alliteration sections humour verbs captions adverbs complex sentences repetition puns Declarative sentences hyperbole bullet points adjectives personification Plosives headlines Sensory imagery sarcasm Audience Parents, teenagers, grandparents, teachers, MP/Council, Self, Friend

9. Successful Writing • Four important stages: • Thinking • Planning • Writing • Checking

10. The examiner says . . . • More realistic, simple and well crafted choices, sometimes ironic and witty are often more successful. • In the past the examiners have talked about how much they enjoy reading the answers that students write for these types of questions. So, try to write something that you think they will enjoy reading.

11. What if you were asked to write . . ? A letter Yours sincerely if you do know the name of the person you are writing to Yours faithfully if you don’t know the name of the person you are writing to Salutation – Dear Sir/Madam Is it formal or informal in relation to purpose and audience? Your Address in the top right corner Date below the address

12. What if you were asked to write . . ? An Article Headlines may include puns and alliteration Mixture of past and present tense An appropriate headline May include personal testimony Impersonal style Factual Who, what, where, when, why? Sub-headline

13. What if you were asked to write . . ? A Speech Personal pronouns Directly address your audience Appropriate level of formality based on audience and purpose Thank your audience for coming Personal style Thank the audience for their attention at the end Make reference to time and place

14. Language and Grammar

15. Section A – TAP T A P

16. What do you think? • http://www.youtube.com/watch?v=-7RWFpAkcbo What’s good about it? What are the problems with this campaign?

17. Did you think about this?

18. Section B - GAP • G • A • P • Write a letter of complaint or support to the Autism Trust in reaction to Tommey’s provocative ad campaign. Explain the reasons for your viewpoint and argue your case for or against the advert.

19. Thinking • What do you think?

20. Planning • Share your thoughts with your partner and then start to plan your response.

21. I’m less worried about content . . . • I want your writing to be accurate and clearly structured. • Use a range of punctuation. • Write carefully. • Have two or three key ideas that you wish to discuss and write about them in detail.

22. Beginnings and endings • Your first and last sentences are really important. You want to grab the reader’s attention with your first sentence. For example: Banish the lard and get fit. Is a much more interesting opening sentence than: In this article am going to write about being healthy and losing weight.

23. Beginnings and endings Beginnings and endings • In the same way the last sentence needs round off your topic and give the reader something to remember. For example: Blueberries and tofu it is, then, rather than pizza and chips. Is much more memorable than: Eating healthy food will do you a lot more good that eating a lot of fatty food

24. Exploring some real examples Exploring some real examples On the placemat provided is a mixture of some writing to persuade and some writing to argue. These are all real examples from real students and therefore, range quite significantly in complexity. Your job is to read each response and with the help of the mark scheme, give feedback to the candidates if you were the examiner and set them a target. You must then rank the responses in the appropriate section of the placemat and provide a brief rationale for your choices. As an extension, use the appropriate box on the placemat to improve one of the pieces – ideally, the one that you feel is least successful.